Introduction to Safe Space Training: Interactive Module for Promoting a Safe Space Learning Environment for LGBT Medical Students

Abstract

IntroductionLesbian, gay, bisexual, and transgender (LGBT) students face challenges in achieving their educational goals. By understanding concepts surrounding sexual orientation and gender identity, faculty, staff, and students can support LGBT community members and provide a safe educational space. In order to address this we created a condensed training resource that focused on skill building and is easily implemented institution-wide for students, residents, fellows, faculty, and staff.MethodsThis module serves as an introduction to concepts integral to the LGBT community. It is structured into two sections and takes approximately 30 minutes to complete, including pre-/postevaluations. The first section of the module focuses on presenting basic information about the LGBT world experience and basic terminology. The second section contains two real-world scenarios aimed at demonstrating skills used to create a safe educational learning space. Each scenario contains interactive questions that allow participants to practice applying their new skills.ResultsTo date, 89 institutional community members at the Northwestern University Feinberg School of Medicine have completed the module. Survey results demonstrate that the module was well-received and effective at improving attitudes towards creating a safe space.DiscussionWhile this module provides a foundation in terminology and phenomena relevant to the LGBT experience, it is just one part of creating a positive institutional climate for LGBT community members. Additional in-person skills-based training should also be considered to complement and enhance this module's contents.

The real and ideal experiences of what culturally competent counselling or psychotherapy service provision means to lesbian, gay and bisexual people

“…Counselling and psychotherapy services require consumers to be open and vulnerable to work through difficult issues; creating a visibly safe space reduces an additional fear of rejection that may be held by LGB people (Hinrichs & Donaldson, 2017). Safe spaces demonstrate active inclusion and willingness to affirm LGB people, allowing them to feel comfortable and safe from discrimination and prejudice (Gacita et al., 2017). Previous research has shown that mental health service providers may even experience greater rapport with their clients as LGB people often feel more comfortable to disclose or discuss their sexual orientation when a service feels like a safe place (McCann & Sharek, 2014).…”

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

“…Eighteen articles were identified as focusing on cultural competency training on gender and sexual minorities. [147][148][149][150][151][152][153][154][155][156][157][158][159][160][161][162][163] Most of the interventions (16/18) were designed as 1-3-h sessions, used lectures as a teaching modality (8/18), and used surveys as an assessment tool (15/ 18). SP sessions were also commonly used to teach and assess students' ability to take an inclusive sexual history.…”

Mistreatment in Residency: Intervening With the REWIND Communication Tool

“…Within MedEdPORTAL , a search for resources addressing mistreatment, harassment, or microaggressions involving learners and trainees revealed a total of 13 publications. 10 – 22 Of these, nine work to address medical student mistreatment. 10 – 12 , 14 , 16 , 17 , 19 , 21 , 22 Of the four remaining, three are directed towards a general audience of trainees (medical students and resident physicians) and faculty, and the fourth is directed towards faculty, highlighting the use of the ERASE approach (expect that mistreatment will occur, recognize episodes of mistreatment, address the situation in real time, support the learner after the event, establish/encourage a positive culture) to address patient mistreatment of trainees.…”

“… 10 – 22 Of these, nine work to address medical student mistreatment. 10 – 12 , 14 , 16 , 17 , 19 , 21 , 22 Of the four remaining, three are directed towards a general audience of trainees (medical students and resident physicians) and faculty, and the fourth is directed towards faculty, highlighting the use of the ERASE approach (expect that mistreatment will occur, recognize episodes of mistreatment, address the situation in real time, support the learner after the event, establish/encourage a positive culture) to address patient mistreatment of trainees. 13 , 15 , 18 , 20 Of these four modules addressing a facet of resident mistreatment, three are workshops, and one is an activity utilizing forum theater.…”